Intro to Validating Assessments for RTOs
RTOs have various duties upon registration, such as annual declarations, AVETMISS compliance, and marketing adherence. Among these tasks, validation of assessments is notably challenging. While we've discussed validation in several publications, let's return to the basics. ASQA (Australian Skills Quality Authority) identifies assessment validation as quality assurance of the evaluation process.
In essence, validation of assessments is focused on identifying which parts of an RTO's assessment process are effective and which need improvement. With a proper grasp of its key aspects, validation becomes less daunting. According to Clause 1.8 of the SRTOs 2015, RTOs must ensure their assessment systems, including RPL, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The regulations specify two forms of validation. The first type of assessment validation guarantees adherence to the training package assessment requirements within your organisation's scope. The second validation guarantees that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This indicates that we perform validation both before and after the assessment. This article will focus on the first type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, concerns the initial part of the regulation, ensuring ensuring all unit requirements are met.
- Post-Assessment Validation: Concerns the implementation, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
Timing for Assessment Tool Validation
The purpose of validating assessment tools is to ensure that all components, performance standards, and evidence of performance and knowledge are addressed by your evaluation tools. Therefore, whenever you get new training materials, you must carry out assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Review new tools immediately to ensure they are appropriate for students.
Nevertheless, this isn't the only occasion to conduct this type of validation. Perform assessment tool validation also when you:
- Modify your resources
- Integrate new training products on scope
- Audit your course with training product updates
- Spot your learning resources as a risk during your risk assessment
The Australian Skills Quality Authority employs a risk-based approach for regulating RTOs and expects regular risk assessments. Therefore, student complaints about learning resources are an ideal time to conduct assessment tool validation.
Which Training Products Should You Validate?
Remember that this validation ensures conformity of all educational resources before being used. All RTOs must validate resources for each subject unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your training materials:
- Mapping Document: The first document to review. It indicates which assessment items meet course unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is awesome site suitable as an assessment resource during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if directions for assessors are sufficient and if clear benchmarks for each assessment task are provided. Clear criteria are crucial for reliable assessment outcomes.
- Additional Resources: These may include checklists, logs, and evaluation templates designed separately from the learner workbook and evaluation guide. Validate these to ensure they match the assessment task and comply with unit requirements.
Assessment Validation Panel
Regulation 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually require all educators and assessors to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Vocational Competencies and Current Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following certifications for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Currency: Does the evidence reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the tasks in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:
- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and motor skills for babies
Typical Mistakes
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit criteria is meant to evaluate underlying knowledge (i.e., evidence of knowledge), students should be performing the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care calls for the students to complete the tasks at least once on two different babies under 12 months of age. Having students complete the tasks listed twice on just one baby does not fulfill the requirement.
Full Competence or Not Competent
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment item must address all criteria, or the student is not competent, and the evaluation tool is not compliant.
Provide Specific Details
Each assessment task must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or trainers.
Avoid Double-Barrelled Questions
Not using double-barrelled questions makes it simpler for students to respond and for assessors to accurately evaluate student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these promises, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a safe and compliant approach.
By following these recommendations and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment tools are valid with the requirements set by ASQA and the SRTOs 2015.